UNDER THE UNELECTED COUNCIL FORM OF GOVERNMENT!
While the American public has been diverted into focusing only on the evils of Common Core, the lifelong womb-to-tomb community education train races across the nation at top speed. All it needs to assure its success is tax-funded school choice which will result in the killing of private, religious and traditional public education (with elected boards). This will close the circle to complete the totalitarian agenda for America. Read the following article:
“City launches $52 million plan to turn 40 schools into service hubs”
by Patrick Wall, June 18, 201, excerpts below:
“The concept — which has been embraced by teachers unions, parent advocates, Governor Cuomo and President Obama — holds that when schools expand into service hubs, students become better prepared to learn, parents grow more invested in schools, and teachers can focus on teaching….
What’s more, some of the schools with the most students who could benefit from extra supports have the least spare space to house on-site healthcare providers, counselors, and other specialists, experts said. Such schools may have to reconfigure their space to make room for the service providers.”
Americans should be accessing and studying important research on the lifelong community education agenda initially and continually funded by the tax-exempt Mott Foundation and now supported by many other tax-exempt foundations. Below are 4 important points:
1. Downnload Anita Hoge’s excellent report “Womb to Tomb.” It is extraordinary documentation of government plan to control Americans through changing values, PPPs, assessment, collection private data, workforce training, change personal development of each child through computer; how govt. will monitor and track individuals to see if they are meeting national goals; use of Speede exPress.
2. From my book the deliberate dumbing down of america, p. 49, is the following entry:
IN THE AUGUST 1978 ISSUE OF THE NATIONAL EDUCATOR BARBARA MORRIS, EDITOR OF The Barbara Morris Report and author of many books related to education including her most recent book, The Great American Con Game, reported on a speech given at the University of Illinois by Mary F. Berry, assistant secretary in the U.S. Office of Education (1977), regarding Chinese education. The following excerpts from Morris’s report are too important to leave out of this book:
“Indeed, what does the U.S.A. stand to learn? Let’s take a look.
Red China has eliminated testing and grades. The U.S. is rapidly going the same route. Testing is being downgraded and scoffed at, and grades, where they do exist are just about meaningless.
For the Red Chinese, according to Ms. Berry, truth is a relative concept. In the U.S. schools students are taught the same thing in “values clarification.” It’s called situation ethics and it means it’s okay to lie or cheat or steal or kill when it suits your purpose.
In Red China, according to Ms. Berry, education must serve the masses. Ditto the U.S. Only the semantics are different here. In the U.S. education is not designed for the benefit of individuals, but for society. “Society” or “masses”—what’s the difference?
In Red China, according to Ms. Berry, education must be combined with productive labor and starts at six years of age, with children working at least one hour a day producing voice boxes for dolls. At the middle school level, children make auto parts as part of the school day. We are not at this low level, but Secretary Berry frankly admits, “We will draw on the Chinese model….” We are fast approaching the Chinese model. We have work/study programs and the U.S. Office of Education is working on development of Lifelong Learning programs—another Chinese import. Such programs will enable people to work and study their entire lives for the benefit of the state.
Ms. Berry admitted U.S. Lifelong Learning programs are indeed drawn on the Chinese experience, that such programs are expected to meet “needs for intellectual fulfillment and social growth. It is here that the Chinese have set the pattern for the world to follow, and it is here that American higher education may have its last, best opportunity for growth.
Secretary Berry lamented that the U.S. is only slowly moving into Lifelong Learning, but that “The community college system with its nonconventional enrollment, is one harbinger of change. The traditional extension program is another…. But we have to go beyond them and bring four year institutions and secondary institutions, as well as private instructional facilities into the Lifelong Learning movement.”
Ms. Berry is not talking about the future when she recommends radical proposals for
U.S. education. A meeting of the National Council for the Social Studies, held in Cincinnati last November, featured several presentations on Communist Chinese education as a model for U.S. education. In one such presentation, teachers learned how the Red Chinese educational system “is related to achievement of national goals and citizenship preparation… how cultural activities and recreational pastimes provide a vehicle for transmitting new social values.” Does this help you understand why U.S. schools usually list “worthy use of leisure” or “citizenship education” as a goal of education?
[Ed. Note: Americans, involved in what would seem to be the worthy goal of implementing
character, citizenship, or civic education in the government schools or in community groups,
or in seeking “common ground” with groups who hold differing views on political, social, and
religious issues, should think more than twice before becoming involved in this dangerous
dialogue. The reason the dialogue is dangerous is evident when one studies the track record of
nations whose citizens have allowed their governments to define morality or good citizenship;
i.e., Nazi Germany, the Soviet Union and Red China, to name just a few.]
3. From my book The Deliberate Dumbing Down of America, page 253 is the following entry:
KENT TEMPUS WROTE “EDUCATION IN THE FUTURE: 21ST CENTURY SCHOOLS WILL OFFER Learning for All Citizens” for The Muscatine [Iowa] Journal’s April 22, 1989 issue. Excerpts follow:
Schools in 21st Century Iowa will be hubs of their communit[ies], providing broad learning opportunities for all citizens, according to the director of the Iowa Department of Education. William Lepley says future schools will be centers for family and social services as well. “Society in the year 2010 has realized that the school is the single societal institution that can truly be an advocate, a resource, and a catalyst for children and families, as well as learners of all ages,” Lepley said…. Students’ evaluation will improve. Instead of grades, students will be assessed not on the work they complete, but on the skills they master, he explained.
Community service will be a graduation requirement. Also, educational opportunities are available for all citizens from preschool to adults. The school year won’t be restricted to 180 days of 5–1/2 hours each, because flexible schedules and teacher contracts will permit year-round learning, he said. “Teachers in ideal schools are managers of the learning environment,” Lepley said. “The teacher has been given the tools to be able to diagnose learning needs and to prescribe appropriate activities.” Schools themselves will change too, Lepley noted. The ideal school houses social agencies such as health, job, and human service agencies, child care and serves as the community’s senior citizen volunteer center, he said. And adults come to ideal schools—open round the clock—for educational opportunities ranging from childbirth and parenting classes to pre-retirement planning, he added. In the ideal community, Lepley said, the superintendent coordinates children and family services, in addition to education.
[Ed. Note: Lepley used the term “hub” in this article and in a pamphlet distributed widely
across Iowa to describe the school of the future which will encompass numerous social service
agencies, health care, job training, child care, etc. This concept mirrored the Community
Education plans promoted by the Mott Foundation of Michigan and incorporated into federal
grantmaking under the Elementary and Secondary Education Act of 1965….]
4. The Georgia Visions Project gives a good overview of what is in store for Americans under Community Education. Click on this webpage and read the text excerpted below: A Vision for Public Education
EQUITY AND EXCELLENCE
Our vision is that public education in Georgia will provide all children an equitable and excellent education that prepares them for college, career and life. The recommendations set forth in this Vision are organized into seven system components.
We believe that these recommendations, when implemented effectively, will transform public education in Georgia.